Karnataka Education and Educational Policy

Karnataka Education and Educational Policy

Karnataka: Education ,Educational Infrastructure and Educational Policy

Karnataka is one of the leading states in India in the field of education, with a wide range of preferred school, collegiate and professional education system that has evolved over many years. Karnataka also hosts many of the leading science and technology institutions of the country. The state is also now globally acclaimed for its achievement in the high technology arena, in areas such as Information Technology (IT) and Biotechnology (BT), and as an innovation and manufacturing hub. Karnataka aspires to rise to greater heights in the education arena so that its future generations can be assured of a high-quality education that will prepare them for an effective role in the State and national development processes.Karnataka Education and Educational Policy

Teachers in Elementary and Secondary Education

In 2016-17 in the state, 284,832 teachers (87.70 per cent) are working in the Lower Primary and Higher Primary Schools against the sanctioned vacancies of 321,171. Further, in aided schools at the elementary stage, 16,640 were working against the sanctioned posts of 22,230. 75.37 per cent of the teachers in Government schools at the elementary stage are female teachers.

33 per cent of teachers in Karnataka do not have graduate degrees. In order to obtain a professional qualification of B.Ed, a teacher must have a basic degree. So it is assumed that all the teachers without undergraduate qualifications would not have a B.Ed. However, it is important to note that the Secondary Education Flash Statistics, UDISE 2013-14, shows the percentage of professionally qualified teachers at secondary level in Karnataka for 2012-13 was a high at 97.7 per cent and for 2013-14, 94.9 per cent. The lack of coherence between the number of teachers with academic qualifications and professional degrees requires further investigation.

Collegiate Education and Technical Education

Department of Collegiate Education manages the administration of 3264 non-professional colleges (including 412 Government First Grade Colleges and 321 Private aided colleges) affiliated to 14State Universities in their respective territorial and administrative jurisdiction across the state. 159 Government colleges have obtained NAAC accreditation in the department and 14 Government First Grade colleges have obtained autonomous status.

Higher education infrastructure

There are 481 degree colleges that are run under the jurisdiction of the universities in the state — Bangalore University, Kuvempu University, Mysore University, Mangalore University, Gulbarga University, and Karnatak University. Deemed universities such as Christ University, Manipal University also exist. Apart from these, there is the Visvesvaraya Technological University which oversees many of the engineering colleges in the state.

The medical colleges in the state are run under the jurisdiction of the Rajiv Gandhi University of Health Sciences. Some of these baccalaureate colleges are accredited with the status of a deemed university which grants them independence in chalking out their own syllabus and awarding degrees on their own. There are 123 engineering, 35 medical, and 40 dental colleges in the state.

The state has two universities offering courses related to agriculture: the universities of Agricultural Sciences, Dharwad and University of Agricultural Sciences, Bangalore. The state has set up a Karnataka Veterinary, Animal and Fisheries Sciences University at Bidar.  Other universities established by the state government are Kannada University, Karnataka State Open University, and Karnataka Women University.  There is Manipal University which is private. Karnataka has many deemed universities like NITK, NIHMANS etc.

Karnataka State Education Policy

The Karnataka State Education Policy (KSEP) is aimed at bridging the quality and equity gaps in education and building a modern, excellent, education system in the state of Karnataka. The KSEP has been developed to help build a future society that will be knowledgeable, highly skilled, socially empathetic and capable of pursuing a prosperous and economically sustainable life in the State.

Fundamental principles of the policy are as follows:

  • Education must remain the primary and uppermost responsibility of the State government, for preparing the future generation. The State government must boldly commit to investing generous financial resources towards achieving quality education for all.
  • Equity of access must be one of the primary foundational principles. The sheer chance of birth of a child, in a particular social and economic milieu or in a rural area, should never become limiting factor for him/her to acquire the best of education relative to another child born in a far superior social and economic environment.
  • Social Change in the State is imperative on high quality and sustained education of the girl child. Every girl child who completed formal education can bring transformational value at individual level, family level, societal level – thereby, making Karnataka a progressive, modern and knowledge State. Thus, every girl child must be assured and must be able to avail 12+3 years of education.
  • Teachers and Faculty will continue to be the corner stone of success in the future of Education. What makes the Teachers of Tomorrow? Learning access will be for anyone, anywhere and at any-time with the concept of learning being a lifelong process. Teachers would be a bridge between a large ICT and Digital interface on one side and expectation of students on the other side. While passion for teaching has to be a major quality, knowledge and wisdom have to be combined with high level skills in ICT usage, behavioural understanding, management of people and resources etc. State must take-up a concerted program and develop the next generation or cadre of teachers to make the policy implementation successful in the long term.
  • The new education policy is also based on a quest for quality and excellence in education delivery and outcomes. This will require a transition from the input controlled, examination based ‘one-size-fits-all’ education system of the present into a more flexible and student-centric system focused on quality.


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